1 / 13

Understanding Functional Assessment: Key Components for Effective Behavioral Interventions

This document introduces Functional Assessment within Special Education, emphasizing its significance in understanding and addressing problematic behaviors in students. It outlines the purpose, components, and processes involved in Functional Behavior Assessment (FBA), including collecting data on antecedents and consequences. Through methods like student and informant interviews, as well as direct observation, educators can identify the function of behaviors and develop effective Behavioral Intervention Plans (BIPs). Clear descriptions, environmental contexts, and evidence-based strategies are integral to fostering appropriate behavioral changes.

hamilton-moore
Télécharger la présentation

Understanding Functional Assessment: Key Components for Effective Behavioral Interventions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Introduction to Functional Assessment SPED 583 February 3, 2005

  2. FBA • Functional • The WHY, the motive, the intent, the purpose • Behavioral • A pinpointed, explicit set of actions and/or words • Assessment • Measure, test, investigate, consider, sum up

  3. FBA • Process for identifying: • Purpose or function of behavior • Variables that influence the behavior • Components of effective behavioral intervention plan

  4. FBA • System for • Gathering data about antecedents and consequences of specific behaviors • Developing an hypothesis about the function of the behavior • Developing, implementing and evaluating a BIP

  5. Outcomes of FBA • Clear description of problem behavior(s) • Environments that predict when behavior will and will not occur • Identification of maintaining consequences • Summary statements or hypotheses • Data to support hypotheses

  6. Clear description of problem behavior • Select a problematic behavior • Describe the behavior in observable terms • Be very specific • Include times/situations when the behavior will likely occur • Include sequences of behaviors that may occur together • (O’Neal, et al, 1997)

  7. Gather information • Student interviews • Informant interviews • Direct observation

  8. Student Interviews • Conducted by person without negative history • 20-40 minutes • Student identifies • Major problematic times/situations • Environmental factors • Possible functions of behavior • Development of summary statements • Suggestions for support plan

  9. The student: • Lists all problematic behaviors • Identifies contexts • Develops summary statements • Develops a diagram which includes problem behaviors and desired appropriate behaviors. • Identifies changes that would support appropriate behavior changes

  10. Informant interviews • Teachers • Parents • Bus drivers • Others??

  11. What are the problem behaviors • What events may occur earlier in time that predict the problem behaviors • What are the consequences that appear to maintain the behavior • What appropriate behaviors could produce the same consequences • What strategies have been tried and how effective/ineffective have they been • (O’Neal, et al, 1997)

  12. Direct observation • Environmental observation • See handout

  13. References • O’Neil, R., Horner, R., Albin, R., Sprague, J., Storey, K., Newton, J., (1997). Functional assessment and program development for problem behavior: a practical handbook. Pacific Grove, CA: Brooks/Cole.

More Related